Author: Neftaly Malatjie

Section 8 of the Regulations under the South African Qualifications Authority Act of 1995, published in Regulation Gazette 6140 of 28 March 1998, provides a number of requirements for the registration of qualifications, inter alia that a qualification shall:

(g) “… incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved, and such assessment shall use a range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations …”.

Skills development in banking looks more and more at the individual. Learners will develop unique career paths so that they can cope in an environment that changes constantly and rapidly.

This qualification intends to provide recognition for the skills which bank employees already possess even though the skills will differ from employee to employee and from bank to bank. Flexibility is important so that any bank employee can get a useful qualification. Qualifications in banking will be determined by the needs of learners and not by a prescribed formula.

This qualification consists of unit standards from a wide range of fields. Each unit standards says what competent performance is and includes the assessment criteria. Learners will be assessed against those assessment criteria. Each unit standard is complete in itself.

The assessment tools used include:

Written instruments (e.g. tests/case studies/projects);
in-situ (on-the-job) observations;
simulation;
role-play;
structured classroom discussions;
portfolio of evidence and
technology-based testing

These methods must be carefully according to the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). There should be as many different methods as are necessary so that the assessor can have reliable and valid proof of competence and the necessary attitudes.

If a portfolio of evidence is used, it must provide valid, reliable and authentic evidence of past achievements and experience. The portfolio should include:

written statements from reliable persons (for example current and/or previous employers, colleagues, peers, managers, and/or external customers) confirming the competence of the learner;
relevant certificates and/or awards;
previous assessment records; and/or
journals and/or logbooks. 

1. Report and present findings on the research and analysis of…
1…Processes & trends to make informed decisions with regards to systems and equipment.
2…Raw materials and methods of construction appropriate to the industry & market requirements
3…Merchandising techniques linked to design and product development.

2 Demonstrate the use of:
1…Computer aided manufacturing systems OR
2…Computer aided design systems OR
3…Computer aided design and sales management systems in the clothing industry

4 Produce a report and present the findings of a completed basic research project.

5 Produce evidence of an understanding of basic research methodology.

6 Develop a proposal including a literature survey for a basic research project within a specified time limit.

Two
1 Produce a range of graded patterns and detailed specification packages to demonstrate the ability to perform pattern engineering techniques to enhance cost or productivity effectiveness and produce finished products.
2 Produce evidence of advanced textile sourcing and analysing skills.
3 Digitise, manipulate and adapt patterns and develop a variety of markers using computer technology.
4 Produce a visual display illustrating the use of computer graphics, printing and professional presentation techniques for clothing.
5 Produce a limited batch of a product conforming to clothing industry norms and report and present all processes leading to the completion of this batch.

Three
1 Produce a report on different production systems and their suitability to various products.
2 Conduct detailed time and method studies, construct time standards and recommend effective methods, both manually and using computers.
3 Analyse a planning & control system and produce a definitive report on its effectiveness.
4 Research quality to determine systems and options and develop quality standards and policy to meet company vision, goals and objectives.
5 Determine changes in product, specification and volumes due to changes in the market place and use these findings to recommend methods to rapidly adapt production lines to react to these changes.
6 Report on a variety of applicable productivity areas showing broad understanding and offer recommendations for productivity improvement.

Four
1 Labour and related laws and their requirements are understood and applied to real life or simulated exercises, with recommendations for implementation in clothing companies.
The learner through the use of good interpersonal skills promotes 2 Leadership and teamwork.
3 Disciplinary and grievance procedures are conducted or monitored in the correct manner to enhance productivity.
4 The current training situation is reported on and a training programme is designed for an appropriate level.

Five
1 Produce, pilot and analyse the results of a merchandising and business plan suitable for a small clothing manufacturer.
2 A report on the global clothing industry illustrates the relation to South Africa and identifies opportunities and threats.

Integrated assessment:

Formative assessment:

Various appropriate methods of assessment are used to assess the development of the learner and indicate areas for improvement. Methods used will encourage problem solving skills, integration of relevant learning material and ensure the purpose of the qualification is met. The knowledge, skills and values relating to academic and professional competencies will be assessed through tests, laboratory work, group projects and experiential learning placement assessments.

Summative assessment:

Various methods of assessment are used to assess the result of the learning and accredit the learner. These include portfolio submissions, written tests, presentations and panel interviews. 

Meet all requirements for the award of the degree, and will pass all the required modules in Psychology; including the compulsory modules, 201 and 301. Students are also required to pass the capstone modules in Psychological studies. The capstone module (Psychological Studies: A report on…) consists of an integrative essay based on a prescribed focused review, a piece of research work experience in the field.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Paragraph and essay tests and examinations, designed to assess learners capacity to integrate material from various sections of a module and construct a critical argument.
Essay assignments, designed to elicit learners skills in researching a topic, to synthesise information, to analyse a statement or question, to develop a reasoned argument and to present their work as a coherent written submission.
Tutorials assignments, designed to assess the capacity of learners to execute specific tasks related to the material incorporated into the module.
Practical assignments, designed to examine learners competence to perform psychological tasks and to integrate findings into a theoretical or practice framework. 

The qualifying learner will be able to…

1.1 carry out basic database searches for subject literature.
1.2 be able to identify a range of historical and ideological positions within texts and other data.
1.3 identify, extract, organise and fully reference information in a range of resources.

2.1 use accurate English for writing and speaking.
2.2 synthesise information to articulate clearly sustained argument.
2.3 use appropriate writing skills.

3.1 analyse information and knowledge.
3.2 extrapolate and integrate information and theory to solve problems and plan activities within specific contexts.

4.1 recognise and evaluate the status of evidence, arguments or theoretical positions in research.
4.2 collect relevant data in relation to research questions.
4.3 evaluate research in relation to the debates within the discipline of Social Work.

5.1 generate one’s own solutions/strategies to difficulties.
5.2 be a purposeful learner.
5.3 make connections between university knowledge and skills, and professional social work practise.

6.1 work constructively with diversity.
6.2 receive and execute tasks responsibly.
6.3 integrate feedback into own and group development.

7.1 evaluate, plan and execute professional social work services ecosystemically.

8.1 effectively analyse social problems or developmental needs in individuals, families, groups and communities, and to plan, implement and evaluate professional social work interventions in response to these.
8.2 take a position in relation to competing paradigms and debates within social work.

INTEGRATED ASSESSMENT
The final assessment practices including a research report involve criteria pertaining to all outcomes for the degree to ensure that these outcomes are integrated with one another. Learners are expected to apply the knowledge, skill and values from the disciplines they have studied to issues and problems in practising Social Work and in the Social Sciences.

ASSOCIATED VALUES
The qualifying learner is aware of the importance of the need to?

1.1 appreciate accurate representation and acknowledgement of work of others.
1.2 Commit him/herself to evaluate published research and its implications for social work.

2.1 show a full awareness of responsibility and integrity in production and communication of information.

3.1 value responsible decision-making.
3.2 be sensitive with regards to different ways of constructing knowledge.

4.1 take ethical responsibility with respect to research subjects.

5.1 value the process of life-long learning.
5.2 be creative and use initiative.
5.3 recognise the limits of a social worker’s professional competence.

6.1 recognise and value diversity
6.2 recognise and value collaborative processes.
6.3 believe in people’s capacity to change.

7.1 respect and value the interconnectedness of environments.

8.1 recognise major ethical debates in social welfare and in social work practise.
8.2 show an open mind to diverse portions within the discipline of social work.